Abstract:
The purpose of this study was to examine what instructional leadership practice were
being used in secondary schools of Guji zone in improving teachers prformance. The
study is to investigate instructional leadership practice in improving teachers
performance in activities in implimantation of curriculum, in staffdevelopment
inassesment and evaluation of instruction, in classroom supervision, effertes that to bee
taken challenges that affect the practice of ILS in improving teachers performance.
Descriptive survey design was used in this study. The sample of the study comprised of 7
secondary schools out of the 23 secondary schools were sellected using stratified random
sampling. Then 76 teachers were sellected using,simple random sampling and 32 leaders,
7 PTA chair persons and 7 Student councils were sellected using available samlining for
sample techniques. The researcher was used both qualitative and quantitative data
collected method such as questionnaires, interview guide and document analysis. The data
was analyzed using descriptive statistics such as mean, percentage, frequency count
using. Besides, the study identified the prevalent that instructional leadership practices in
Guji zone there was a lack of teachers assistant in lesson planning, leaders were
ineffective in practicing activities in implimantation of curriculum, inregularly identified
the instructional limitation of teachers in classroom activities, lack of leaders in
facilitating experience sharing between teachers and support teachers to do action
research on the specified pedagogical/instructional limitations of teachers, lack of leaders
in creating a conducive environment and lack of short term training and workshops and
also incompetent enough to help other teachers and leaders overload with classroom
activities and administrative tasks were the factors that affect the curent practices of
school instructional leadership practices in improving teachers performance. Finally to
minimize and if possible to solve the problems, the following recommendation were drawn
based on the above findings. School leaders and Woreda Education Bureau should be;
plane with discation, offering different training and workshop based on needs, experiece
sharing program, encuorege teachers on action reaserch doing and increasing the
frequency of classroom supervision in order to improve teachers performance and to
bring quality of education
